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This article explores antiracist pedagogy within the secondary English language arts classroom through a literary response technique called Invitations to Create. [ABSTRACT FROM AUTHOR]

In this essay, the author reflects on a preservice teacher who disagreed with the antiracist focus of a methods class but refused to express her views in front of her peers, suggesting that teacher educators may need to think harder about how to open spaces for divergent viewpoints on the worldview underlying antiracist pedagogy. [ABSTRACT FROM AUTHOR]

The article features two teachers, Liana and Margaret, reflecting on their teaching practices and the challenges they face in selecting texts and facilitating meaningful discussions, including anti-racism education in their classrooms. Liana discusses her experience teaching James Baldwin's work and the difficulties in getting her students to see essays as a creative writing genre. Margaret shares her experience with a diversity book club and the impact it had on her classroom discussions.

The article focuses on how preservice teachers of English language arts (ELA) are supported in enacting antiracist pedagogies. It hihglights several interviews with practicing ELA teachers and found that their engagement with antiracist teaching practices was influenced by authoritative discourses such as administrator expectations, legislation, and fear of penalization.

The article is the transcript of the 2022 NCTE Presidential Address which focused on the themes of equity, justice, and antiracist teaching in English language arts and literacy. The author explores the importance of these themes and encourages everyone, especially educators, to join the cause of promoting equity and antiracism in education.

Antiracist education practices have gained increasing attention. Oftentimes, however, descriptions of this work fail to explicate the role of reading skills in students' critical engagement with diverse texts. I explore the potential of metacognitive reading strategy instruction as a form of foundational literacy skills development for engaging in antiracist reading. Drawing from my experiences as a female of color and a coordinator and instructor of integrated reading and writing, I expand upon the concept of raciolinguistically just reading instruction, describing how students can document their application of multiple foundational reading strategies through the meta-strategy of annotation and other metacognitive practices. In particular, I focus on how students' annotations can reflect their work in making text-based connections. Such annotation practice enacts a culturally sustaining pedagogy that amplifies student voices and their role as knowledge producers. I conclude by considering the larger role of decentering the instructor to foster students' antiracist reading. [ABSTRACT FROM AUTHOR]

The article discusses antiracist pedagogical literature to contextualize how teaching can provide a snapshot of the deployment of antiracist pedagogy in a first-grade classroom. It mentions a teacher's classroom, which emphasized the inclusion of leaders of color resisting racism in curricula, fostering critical thinking skills, and constant critical self-reflection, which led to the students having a deeper understanding of heroism.

The personal narrative of the authors is presented which explores the author's experiences as shared in letters to each other on taking action in the classroom for antiracist education.

The article discusses about the whether antiracist teaching is a downer. Topics of discussion includes antiracist teaching can be joyful as it offers students to explore their full potential. Antiracist teaching recognizes humanity of all students and dismantle oppressive structures in schools while affirming, celebrating, and advocating for all students.

The article discusses about equity-focused English language arts pedagogy, that creates antiracism distinct from concepts like diversity or inclusion. It also discusses about theory of change undergirding antiracist ideologies in ELA teaching which assumes that racism is woven into existing educational system.

The article presents the views of the author on antiracist pedagogies ad self excavation from issues of race, class, religion, and sexual orientation that live within. It further states that it will be difficult for teachers to engage students around these issues when they have not engaged with themselves. Through Archaeology of Self the teachers and teacher educators surface deep-seated beliefs and racial trauma, biases and stereotypical notions.

The article presents the opinion of the various authors on freedom dreaming about joy, healing, and justice for people of color and where educators visions brilliance and center healing, healthy relationships, and stories that exhume and affirm joy for people of color.

When first admitted to Oberlin College, women were expected to attend their rhetoric courses in silence. Not content with an education that did not prepare them for public speaking, some women students collaborated to educate themselves. Their history uncovers feminist and antiracist disruptions to composition and rhetoric that have much to teach present-day educators. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses about the articles in the issue including "Freedom Dreaming Antiracist Pedagogy Dreams" and "Doing the Deep Work of Antiracist Pedagogy: Towards Self-excavation for Equitable Classroom Teaching."

The article explores the challenges faced by English language arts (ELA) teachers in designing curricula amidst curricular conflicts and attacks on inclusive and antiracist approaches in the U.S. Topics include the fluidity and openness of ELA as a subject, the conflicts surrounding curriculum in American society, and the need for educators to navigate these challenges while upholding values of inclusivity and civic engagement.

The article discusses the challenges of teaching critical race inquiry in rhetoric and composition through the perspective of community-engaged projects. Topics include the significance of engagement of race to antiracist community engagement with African Americans, critical race inquiry in Community-Engaged Projects in Rhetoric and Composition (CEPRC), and the real-life rhetorical situations confronted by students in race-focused CEPRC.

The article offers the authors' views on racial awareness and tension among whites and blacks that has resulted to the death of several blacks including Trayvon Martin, Jordan Davis and Michael Brown which rises the need for the inclusion of race talks in classrooms.

The article focuses on a case study of a white English teacher and challenges and opportunities encountered by her as she applied an antiracist approach to teach novel "To Kill a Mockingbird". Topics discussed include antiracist pedagogy in white context, institutional racism of people of color and individualism or meritocracy in students.